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This study attempts to explore the reliability of the English poetry assessment and students’ perceptions of the assessment. The study has two research questions. First, does the English poetry assessment yield acceptable psychometric reliability? Second, how do learners who conducted self- and peer-rating perceive the English poetry assessment? Forty-nine university students wrote their own poems, conducted self- and peer-assessment with a given rubric, and responded to a questionnaire which measured whether they had self-confidence in the accuracy of their rating and how they viewed creativity assessment in English poetry. For research question 1, the researcher conducted FACETS analyses and found that inter-rater differences among self, peer, and expert rater were not so notable, which led to a decent degree of reliability. Four sub-areas (task observance, metaphor use, organization, creative language use) except accuracy were judged as fitting areas. For research question 2, the researcher found that students had relatively low confidence in their ratings of the poetry assessment. Students considered creative language use, metaphor use, poetic imagery and its acceptability to readers, innovative approach to the poetic theme in assessing creativity in English poetry.